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From Open Content to Open Course Models

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  • 1. From Open Content to Open Course Models Enabling global participation in higher education Tannis Morgan British Columbia Institute of Technology, Canada Stephen Carey University of British Columbia, Canada
  • 2. Perspectives
    • Convergence of open access movement and distance education
    • Growing internationalisation agenda at Canadian institutions
  • 3. Where are we now?
    • Course-based paradigm
    • Focus on content, and content distribution
    • What happens when the money runs out?
    • How do you sustain open teaching?
  • 4. Where do we need to go?
    • Pay closer attention to recognizing education (in particular in English) as social/cultural capital
    • Importance of credits/accreditation
  • 5.  
  • 6.  
  • 7. Benefits
    • Possible to maintain specific course requirements and course credits within each course and institution while allowing international collaboration of students and professors
  • 8. Benefits
    • Students had access to more professors with different cultural, research and academic expertise
  • 9. Benefits
    • Being in contact with a range of students with varied backgrounds and training as well as educational and professional experience presented an expanded learning opportunity.
  • 10. Benefits
    • The flexibility allowed for professors from different geopolitical co-ordinates to be recruited for successive academic terms or years in an academic program.
  • 11. Thank You!
    • Tannis Morgan http://homonym.wordpress.com
    • Stephen Carey
    • http://www.lled.educ.ubc.ca/faculty/carey.htm

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